CYCLE 4, THIRD GRADE SCHOOL TERM 2014-2015

GRADE: Third Grade UNIT: 2A

SOCIAL PRACTICE: Understand and write instructions LEARNING ENVIRONMENT: Academic and educational

SPECIFIC COMPETENCY: Interpret and write instructions to perform an experiment

ACHIEVEMENTS

CONTENTS PRODUCT

DOING WITH THE LANGUAGE KNOWING ABOUT THE

LANGUAGE BEING THROUGH THE LANGUAGE

Understands and interprets

order and sequence of instruction elements to perform an experiment.

Writes and classifies simple and complex sentences in order to create instruction sequences.

Removes, add, changes and/or rearranges information to edit a set of instructions.

Select and explore sets of instructions to perform a simple experiment.

Select sets of instructions based on topic and purpose.

Examine distribution and function of textual and graphic components.

Identify textual arrangement.

Identify purpose and intended audience. Interpret instructions.

Read sets of instructions.

Clarify meaning of words.

Anticipate general sense.

Go through components of different procedures.

Identify use of punctuation.

Follow instructions to confirm understanding.

Identify instructions order. Write instructions.

Determine components of different procedures.

Make questions about the procedures to complete sentences.

Establish number of steps.

Use bullets, ordinal numbers or words to indicate a sequence.

Complete and write sentences with the descriptions of steps and activities

Support statements with illustrations. Edit sets of instructions.

Check punctuation and spelling conventions.

Verify the sentence sequence.

Remove, add, change and/or rearrange information to improve a text.

Write a final version

Graphic components.

Patterns of textual arrangement.

Repertoire of words necessary for this social practice of the language.

Adverbs.

Verb forms: imperative, gerund, and infinitive.

Verb tenses: simple present.

Prepositional phrases.

Punctuation.

Homographs.

Construct and

consolidate knowledge about our surroundings.

Promote creative and proactive attitudes in collaborative work.

SET OF INSTRUCTIONS ALBUM Stage 1 Make a set of instructions album. Stage 2 Choose an experiment and search for information about it. Stage 3 Write the instructions to perform the experiment. Stage 4 Arrange the instructions in a sequence and illustrate them. Stage 5 Edit instructions to write the final version of the set of instructions. Stage 6 Agree on a design to present the set of instructions in an album format. Stage 7 Make an index Stage 8 Put the album together and place it in the classrooms library.

SEP. Programa Nacional de Ingls en Educacin Bsica. Segunda Lengua: Ingls. Programas de estudio 2010. Ciclo 4. Fase de expansin. Mxico, 2011

PRODUCT STAGES

SUGGESTED ACTIVITIES

Stage 1

Ask Ss to discuss in pairs if they like science subjects in their grade and why. Then, ask them to share their answers in order to find out their interests and preference. Ask Ss if any of them wants to follow a scientific profession and why.

Elicit from Ss experiments they have performed in their science classes. Allow them to use dictionaries and provide help as needed. Another option is to have Ss check websites or other sources in which they can take a look at experiments and the instructions to be followed in order to perform them. The pages http://www.sciencemadesimple.com/ or http://www.sciencebob.com/experiments might help provide some examples.

Another possibility is to have Ss look for famous scientists and check what experiments were performed for their findings. They can search on different fields of study or categories such as famous women scientists, Mexican scientists, etc. The site www.adherents.com/people/100_scientists.html provides a list of famous scientist to get some ideas. They can look for information and experiments performed by different Mexican scientists, (e.g. Gillermo Gonzlez Camarena), or find out about research institutes in Mexico City, the country or their community in order to construct and consolidate knowledge about our surroundings.

Have Ss choose one experiment they can actually perform in class. Have them observe the distribution and function of textual and graphic components, the textual arrangement as well as the purpose and intended audience. Name a secretary to write on the board the experiments that are of the Ss interest. Ask Ss to arrange teams depending on the experiment of their interest.

Stage 2

Have Ss identify the titles, subtitles, materials needed, steps and illustrations. Have Ss observe the characteristics of instructions such as imperative, gerund, infinitive and prepositional phrases (e.g. on the corner, at the end of, etc.), as well as punctuation of instructions.

Stage 3

Ask each team to write the title, subtitle, and all the above mentioned elements for their experiment. Go around and give help where needed.

Ask Ss to work in groups to bring the information and instructions about their experiment in order to perform it in class. Have Ss in each team responsible for the necessary material. Then, have Ss perform their experiments. Encourage Ss to take notes while doing their experiment.

Stage 4

Have Ss write on a separate piece of paper their instructions in disorder. Ss exchange their instructions and ask their peers to arrange/number them in the correct order.

Every team decides on the graphic components to be included. Ask Ss to draw, get cutouts or images for the illustrations required. Have your Ss exchange their illustrations and have another team order them and state the possible statement suitable for the illustration. Ask the original team to check their answers

Stage 5

Have SS check, make corrections or changes in their set of instructions or illustrations depending on the feedback provided by the previous activity. Also, check with them punctuation and spelling conventions.

Make sure Ss provide the necessary details for explaining the step, as well as the materials needed. Tell them they can add time or frequency expressions or use their dictionaries if they want to check spelling or the meaning of words. Have Ss write the final version to be included in the album.

Stage 6

Have Ss agree within their teams on a design to present their set of instructions in an album format. They might ask questions such as: What should a manual for an experiment include? How should it look like?

Elicit answers from different Ss. Encourage the use of recycled material and promote creative and proactive attitudes in collaborative work.

Stage 7

Explain to Ss they have to put together all the final versions to make the album and that it will be necessary to write a final index for the whole album. Ask every team to explain or read the instructions for their experiment. Vote as a class to determine the order in which the experiments will be placed in the album.

Elicit information from Ss regarding what an index is as well as its purpose. Ask Ss to check the index from any book or materials available at school and list their characteristics on the board.

Have Ss write down the index for their instructions album. Monitor and give help when necessary

Stage 8

Have Ss put their album together and place it in the classrooms library. Tell them this album might be used as a reference book in the future. Ask your Ss to invite other classmates to check their albums so they get to explain and share what they did.

BOOKS

Publishing house Teachers Book Activity Book Readers

All Ready! 3 Macmillan

pp- 49-61 pp. 38-51 Nonfiction

pp. 33-45

Brilliant! Teens 3 Santillana

pp. 55-73 pp. 48-65 Fact

pp. 87-100

Crossover 3 University of Dayton

pp. 62-81 pp. 29-38 Informative

pp. 19-30

Teens Club 3 Castillo

pp. 56-70 pp. 40-47 Nonfiction

pp. 12-15

Yes, we can! 3 Richmond

pp. 24-33 pp. 24-33 Nonfiction

pp. 15-24

Other resources

http://www.onestopenglish.com/teenagers/skills/warmers/ http://learnenglishteens.britishcouncil.org/

http://www.learn-english-today.com/fun/fun_activities.html http://genkienglish.net/juniorhigh.htm

http://www.cambridge.org/gb/elt/students/zones/item2325607/Secondary/?site_locale=en_GB&currentSubjectID=2325607 Science:

http://www.sciencemadesimple.com/ http://www.sciencebob.com/experiments

www.adherents.com/people/100_scientists.html